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Abjadia, International Journal of Education
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 25283979     EISSN : 24430587     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
ABJADIA (e-ISSN: 2443-0587) is an international journal that aims to publish the results of research and technological innovation in the field of education, learning and training. ABJADIA target readers are scientists, academics and practitioners in the field of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 435 Documents
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The Effect of Round Robin-Type Cooperative Learning on Elementary Students’ Speaking Skills: A Quasi-Experimental Study with Fifth-Grade Students at MIN 1 Pesawaran Ana Fatimah; Syamsuri Ali; Yuli Yanti
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42594

Abstract

This study was motivated by the low speaking skills of elementary school students, particularly in pronunciation, vocabulary selection, sentence structure, fluency, and speech content appropriateness. These problems indicate the need for an interactive learning model that provides equal opportunities for students to actively express ideas. The research question addressed in this study was whether the Round Robin-type cooperative learning model significantly affects students’ speaking skills compared to conventional instruction. This study aimed to examine the effect of the Round Robin-type cooperative learning model on the speaking skills of fifth-grade students at MIN 1 Pesawaran. This study employed a quantitative approach using a quasi-experimental method with a posttest-only control group design. The sample consisted of 56 fifth-grade students selected through purposive sampling, including Class V A as the experimental group and Class V B as the control group, with 28 students in each class. The experimental class received instruction through the Round Robin cooperative learning model, while the control class was taught using the Direct Instruction model. Data were collected through speaking performance tests, voice recordings, and documentation. The speaking assessment rubric covered five indicators: pronunciation, vocabulary, sentence structure, fluency, and speech content. Data analysis included normality, homogeneity, and Independent Sample t-Test analyses. The findings revealed that the experimental class achieved a higher mean posttest score (84.00) than the control class (72.00). The hypothesis test showed a significance value of 0.000 < 0.05, indicating that the Round Robin-type cooperative learning model had a significant effect on students’ speaking skills. In addition, the effect size analysis indicated a strong practical effect (Cohen’s d > 0.80). The novelty of this study lies in the application of the Round Robin cooperative learning model to improve elementary students’ speaking skills in the context of Islamic elementary education. Therefore, this model can serve as an effective alternative for enhancing students’ confidence, participation, and speaking performance in elementary language learning.
Ideological Tensions in Outcome-Based Education: A Philosophical Critique of Arabic Language Curriculum in Islamic Higher Education Sovia Fahraini; Kamal Yusuf; Muhammad Dhiya&#039; Syaifullah
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.36871

Abstract

The Outcome-Based Education (OBE) curriculum as a national standard for higher education focuses on measurable achievements and global competencies, but its implementation in Arabic Language Education has the potential to obscure the philosophical, religious, and ideological dimensions of the language of revelation, science, and Islamic civilization. Therefore, this study aims to critique the Arabic Language Education curriculum by examining the suitability of the ideology of Arabic as the language of revelation, science, and Islamic civilization with the technocratic implementation of OBE, and to identify adjustments to remain in line with the vision of Islamic science. This study uses a critical qualitative method with an analysis of the curriculum ideology through a review of OBE documents, interviews with PBA lecturers and students, and a review of philosophical educational literature. The results of the study show four main findings: [1] Philosophical critique of the OBE ideology, [2] Adjustment of the OBE curriculum in Arabic Language Education, [3] Philosophical Dilemmas in the Implementation of OBE, [4] The practical impact of the OBE curriculum on the learning process. This research is expected to harmonize OBE and Arabic language ideology through curriculum design that combines technocratic-pragmatic orientation with philosophical, religious, and ideological dimensions, so that the study program not only meets accreditation standards and global competitiveness but also remains faithful to the mission of Islamic science which is the core spirit of Arabic language education.
Enhancing Arabic Speaking Skills via Google Gemini AI Video and Mumarosah Method : A Quasi-Experimental Study Melyana Fitri; Rahmawati Rahmawati; Hanomi Hanomi
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42167

Abstract

The objective of this research is to determine the effect of the Mumarasah method assisted by Google Gemini video in learning Maharah Kalam. This study is quantitative research employing an experimental method with a Quasi-Experimental design of the Non-equivalent Control Group Design type. The data collection instruments used are tests and observation. Data analysis was conducted through normality tests, homogeneity tests, and hypothesis testing. The research results show that the post-test average score for the experimental class was 82.2, while the control class was 74.8. There was also an increase in the average score from pre-test to post-test in the experimental class, from 60.81 to 82.2. Based on the hypothesis test using the Paired Samples t-Test, the calculated t-value was 37.433 with a significance value (Sig. 2-tailed) of 0.000. Since this significance value is smaller than 0.05, the researcher concludes that the Null Hypothesis H₀ is rejected and the Alternative Hypothesis Hₐ is accepted. Furthermore, the Independent Samples t-Test also showed a significant difference between the experimental and control classes. The result indicated that the t-value was 3.913 with a significance value (Sig. 2-tailed) of 0.000, which is lower than 0.05. Therefore, it can be concluded that there is a significant effect of the Mumarasah method assisted by Google Gemini Veo video on students’ speaking skills.
Managing Arabic Language Education in Non-Formal Settings: A Case Study of Al-Nashr Institute Pare Kediri Luluk Yuliani; Naili Nur Azizah; Ashfa Dhiyauddin; Danial Hilmi
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.36498

Abstract

This study aims to describe the management of the implementation of the Arabic language course program at Al-Nashr Institute – Pare, Kediri, as a form of non-formal education development based on Islamic values. The main focus of this research is to analyze the processes of planning, organizing, directing, coordinating, and controlling in the implementation of the program, as well as how these elements shape an effective management system. This research employed a descriptive qualitative method, with data collection techniques through observation, in-depth interviews, and documentation. The data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings revealed that the program is implemented systematically, starting from well-prepared curriculum planning, a clear organizational structure, effective coordination among departments, up to regular evaluation of learning. Learning activities were also designed in an integrative manner between academic and religious aspects, using a combination of traditional and modern methods. These findings indicate that the managerial practices at this institute are effectively implemented and reflect the principles of classical management, particularly the five management functions proposed by Henri Fayol. This result demonstrates that classical management theory remains relevant and applicable in the context of non-formal Arabic language education based on Islamic values in the modern era.
Arabic as Intellectual Resilience: Egypt's Linguistic Continuity Amid the Crusades and Mongol Invasions Amanda Putri; Nadia Arrifqi; Khoirun Nisa; Wardah Nailah El-Izzah Atulolon; Ahmad Kholil
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.37377

Abstract

This article examines the role of Arabic as a foundation of intellectual resilience in Egypt during the Crusades and the Mongol invasions, particularly under the Ayyubid and Mamluk dynasties. It focuses on how Arabic functioned in sustaining the continuity of knowledge, reinforcing religious identity, supporting political legitimacy, and accommodating cultural interaction during periods of major political disruption. This study employs a qualitative historical design using document analysis of relevant historical and scholarly sources. The data were interpreted through a historical-interpretive approach to identify recurring patterns concerning the relationship between language, intellectual continuity, and civilizational resilience in medieval Egypt. The findings suggest that, within the documented historical context, Arabic functioned not only as a medium of scholarly communication but also as a language of religious authority, educational transmission, and political legitimacy. Educational institutions such as Al-Azhar and Ayyubid madrasas played an important role in preserving Arabic as the main language of religious and intellectual instruction, while the Mamluk administration employed Arabic to reinforce Islamic political authority despite the rulers’ non-Arab background. The study also finds that Arabic showed linguistic adaptability by incorporating foreign elements from Turkish, Persian, and Mongol influences without losing its central intellectual and cultural role. This article argues that, in medieval Egypt, Arabic served as an important instrument for preserving Islamic intellectual traditions and sustaining civilizational continuity during times of crisis.
Social Cognitive Theory for Arabic Reading Skills: A Quasi-Experimental Study in an Indonesian Islamic Junior High School Dian Tsuroya Patria Ummah; M. Abdul Hamid; Nur Hasan
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.36913

Abstract

Reading ability constitutes a fundamental life skill that is not limited to the academic context but also plays a vital role in social interaction. Through reading activities, learners can broaden their knowledge and deepen their understanding across various fields. To increase students’ motivation in learning Arabic, particularly in improving their reading competence, teachers should implement effective and engaging instructional strategies. One of the effective approaches is the method grounded in Albert Bandura's Social Cognitive Theory (SCT). This study aims to analyze The Albert Bandura’s Social Cognitive Theory on improving students’ reading skills at Bahrul Ulum Junior high school. The research employed a quantitative approach with a quasi-experimental design. The sample consisted of 39 students (n = 20 experimental; n = 19 control) selected through purposive sampling. Data were collected via observation, documentation, and a pretest-posttest instrument comprising multiple-choice reading comprehension items and Arabic oral reading tests. The findings are as follows: first, the implementation of SCT was operationalized through three instructional stages, the opening stage, the core application stage, and the closing stage. During the core stage, four SCT components were systematically activated: attention (students observed the teacher modeling fluent Arabic reading), retention (students encoded pronunciation patterns and intonation), reproduction (students practiced oral reading independently and in pairs), and motivation (students received constructive feedback and positive reinforcement). Second, the application of this theory produced a statistically significant effect on reading skill improvement. The experimental class demonstrated higher mean score gains than the control class, with differences of 9.25 versus 4.84 on the oral reading test, and 17.5 versus 11.57 on the multiple-choice comprehension test. Paired sample t-test results yielded p = 0.00 (p < 0.05) for both instruments, leading to the rejection of H₀ and acceptance of Hₐ. Effect size analysis using Cohen's d indicated a large effect for oral reading (d = 1.24) and a medium effect for reading comprehension (d = 0.46), confirming the practical significance of the intervention. These findings suggest that Albert Bandura's Social Cognitive Theory can positively support students' reading development in similar Arabic language learning contexts. Nevertheless, generalizability should be interpreted cautiously given the single-site setting and relatively small sample size. Future research involving larger and more diverse samples across multiple institutions is recommended to further validate these findings
Project-Based Learning and School Facilities as Predictors of IPAS Learning Outcomes in Indonesian Elementary Schools Kalirejo II Lurin Ayun Fitri Hidayati; Endang Surjati; Nawaji Nawaji
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.41700

Abstract

This research aims to determine of Project Based Learning (PjBL) model implementation and school facilities on science learning outcomes of Phase B and C students at SDN Kalirejo II Dringu. The low science learning outcomes were caused by conventional learning approaches and limited school facilities that had not been optimally utilized.The research employed a quantitative approach with an explanatory model. The research population consisted of all Phase B students (grades III and IV) and Phase C students (grades V and VI), totaling 65 students, using saturated sampling technique. Data collection was conducted through questionnaires, observations, interviews, and documentation. Data analysis used multiple linear regression tests with SPSS 27, including normality tests, linearity tests, F-test (simultaneous), and t-test (partial).The research findings indicate: (1) There is a positive and significant influence of PjBL model implementation on science learning outcomes with a coefficient of determination R² = 0.917 (91.7%) and F(1,63) = 692.86, p < 0.001; (2) There is a positive and significant influence of school facilities on science learning outcomes with R² = 0.785 (78.5%) and F(1,63) = 229.92, p < 0.001; (3) Simultaneously, the implementation of PjBL model and school facilities have a highly significant influence on science learning outcomes with R² = 0.920 (92%) and F(2,62) = 355.99, p < 0.001.The conclusion of this research confirms that improvement in science learning outcomes can be achieved through a combination of project-based learning model implementation supported by adequate school facilities. The research recommends that teachers consistently implement PjBL, schools improve the quality of learning facilities, and conduct regular monitoring to ensure the effectiveness of project-based learning.
The Role of Dormitory Musyrif (Supervisor) in Developing Arabic Speaking Skills at Al-Tibyan Institute Mhd Firdaus Lubis
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.41159

Abstract

This study aims to analyze the role of the dormitory musyrif (supervisor) in developing students’ Arabic speaking skills (maharah al-kalam) at Al-Tibyan Institute through daily language practices. The research employed a qualitative approach using a case study design. Data were collected through direct observation of students’ linguistic activities in the dormitory, in-depth interviews with dormitory musyrif (supervisor), teachers, and students, as well as document analysis related to institutional language supervision policies. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing, supported by triangulation techniques. The findings reveal that the dormitory musyrif (supervisor) lays a significant role in fostering Arabic language habits, strengthening linguistic discipline, and expanding opportunities for authentic speaking practice in natural settings. The findings show that the development of speaking skill is achieved through key pedagogical mechanisms, namely continuous monitoring, immediate correction, daily practice repetition, and motivational reinforcement, which collectively lead to the formation of stable language habits and promote the natural use of Arabic in daily life. Continuous, comprehensive, and integrated supervision implemented by the dormitory musyrif (supervisor) transforms the dormitory into an effective communicative environment. Therefore, the dormitory musyrif (supervisor) functions as a non-formal pedagogical agent who contributes substantially to the sustainable improvement of students’ Arabic speaking skills.
Design and Validation of Thematic Arabic Textbook Based on Deductive Approach for Strengthening Maharah Kitabah Student of Islamic Elementary School Sabrina Aulia Az Zahroo; Agung Prasetiyo
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42213

Abstract

The low mastery of Arabic writing skills (maharah kitabah) among elementary school students remains a significant challenge in Arabic language learning in Indonesia. Many students at the MI level still struggle to write hijaiyyah letters correctly, connect letters to form words, and write vocabulary independently due to the limited availability of systematic and structured teaching materials. This study aims to (1) design a thematic Arabic textbook based on a deductive approach for strengthening maharah kitabah of MI students, and (2) validate the textbook based on expert assessment. This research employs a Research and Development (R&D) method using the ADDIE model. The textbook was developed using the Canva application and contains materials organized into three thematic units: sports, my friends, and garden. Expert validation results showed scores of 89.41% from content experts, 94.55% from design experts, and 92.14% from learning experts, all categorized as "very valid." These findings indicate that the designed thematic Arabic textbook based on the deductive approach meets the validity criteria and is suitable for use in maharah kitabah learning at the Islamic Elementary School level. These findings are expected to serve as a practical reference for Arabic language teachers at the Islamic Elementary School level ini designing systematic, structured, and visuallu engaging writing skill teaching materials that align with student developmental characteristic.
Developing An Islamic Values-Based Habit Tracker for Female Students in Indonesian Pesantren: ADDIE Model Study Fadhilah Wardatul Muslimah; Mulyanto Abdullah Khoir; Meti Fatimah
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.37158

Abstract

This research is motivated by the problem of female Islamic boarding school students who often experience obstacles in consistently carrying out productive activities, both related to sunnah worship, learning discipline, literacy, and daily moral habits. To answer these problems, a printed media Habit Tracker based on Islamic values was developed as an effort to cultivate productive behaviour integrated with spiritual aspects. This research uses a Research and Development (RD) approach with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model, although the focus of the research is limited to the development stage. The Habit Tracker product consists of 12 main components, including a cover, self-identity, foreword, user guide, list of habit targets, motivational verses or hadiths, self-reflection, weekly evaluation, motivational pages, personal notes, closing, and bibliography. The media design was created using the Canva application with a simple, attractive appearance, and in accordance with the characteristics of young women. The results of the feasibility test conducted by media experts and material experts indicate that Habit Tracker is in the very feasible category. A limited trial with female students also received a positive response, as the media was deemed practical, applicable, and motivating. Therefore, the Islamic-based Habit Tracker can be an innovative learning medium and an effective character-building tool in Islamic boarding schools, as it integrates psychological, pedagogical, and spiritual aspects to build consistent, productive habits.

Page 43 of 44 | Total Record : 435

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